Finding Balance in Our Digital Lives: Teacher Material
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| The student can accurately list examples of each type of activity (active, learning, and screen time) and show an understanding that activities may fit into more than one category
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| The student demonstrates considerable understanding of the importance of balancing different types of activities | |||||||||
| The student can make appropriate connections between the time they spend on activities and the ways they feel |
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| The student can connect their own activities and media habits to the concepts discussed in the lesson and explain how they might make changes to improve their balance |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| The student can accurately list examples of each type of activity (active, learning, and screen time) and show an understanding that activities may fit into more than one category
|
|||||||||
| The student demonstrates considerable understanding of the importance of balancing different types of activities | |||||||||
| The student can make appropriate connections between the time they spend on activities and the ways they feel |
|
|
|||||||
| The student can connect their own activities and media habits to the concepts discussed in the lesson and explain how they might make changes to improve their balance |
| Student name or initials | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA | AAAAAAA |
| Expectations (level 3) | |||||||||
| The student can accurately list examples of each type of activity (active, learning, and screen time) and show an understanding that activities may fit into more than one category
|
|||||||||
| The student demonstrates considerable understanding of the importance of balancing different types of activities | |||||||||
| The student can make appropriate connections between the time they spend on activities and the ways they feel |
|
|
|||||||
| The student can connect their own activities and media habits to the concepts discussed in the lesson and explain how they might make changes to improve their balance |